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<body lang=ZH-TW link=blue vlink=blue style='tab-interval:24.0pt'>

<div class=Section1>

<p align=center style='text-align:center'><b>支持的問卷調查</b></p>

<p>目前，<span lang=EN-US>Moodle僅僅支持一些特定類型的問卷調查(在未來的版本中可能會允許您創建自己的)。</span></p>

<p>已有的問卷調查使用了教育學的概念，並且經過實用被證明在線上學習環境中是非常有效的。他們對於確定發生在參加學習者中的某種傾向是非常有用的。<span
lang=EN-US> (關於如何是用這些資料來進行分析的論文俄，可以在<a
href="http://dougiamas.com/writing/herdsa2002" target=paper>http://dougiamas.com/writing/herdsa2002</a>找到。)</span></p>

<div class=MsoNormal align=center style='text-align:center'><span lang=EN-US>

<hr size=3 width="100%" align=center>

</span></div>

<p><b><span lang=EN-US>COLLES - 線上學習環境問卷調查的構成</span></b></p>

<p style='margin-left:36.0pt'><span lang=EN-US>COLLES包含了24個簡介的選項，這些問題分成6個尺度，它們中的每一個都可以幫助我們指出<span
class=GramE>關乎線上教學</span>環境質量的關鍵問題：</span></p>

<table class=MsoNormalTable border=0 cellspacing=10 cellpadding=0
 style='mso-cellspacing:6.0pt;margin-left:36.0pt;mso-padding-alt:6.0pt 6.0pt 6.0pt 6.0pt'>
 <tr style='mso-yfti-irow:0'>
  <td valign=top style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal>適當</p>
  </td>
  <td style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal>線上學習對於學生的專業實踐能力是否適當？ </p>
  </td>
 </tr>
 <tr style='mso-yfti-irow:1'>
  <td valign=top style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal>反映<span lang=EN-US>?</span></p>
  </td>
  <td style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal>線上學習是否刺激了學生進行思考？ </p>
  </td>
 </tr>
 <tr style='mso-yfti-irow:2'>
  <td valign=top style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal>互動性</p>
  </td>
  <td style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal><span lang=EN-US>To what extent do students engage on-line
  in rich educative dialogue? </span></p>
  </td>
 </tr>
 <tr style='mso-yfti-irow:3'>
  <td valign=top style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal>助教支持</p>
  </td>
  <td style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal>助教對於鼓勵學生參加線<span class=GramE>上學習做的</span>如何？ </p>
  </td>
 </tr>
 <tr style='mso-yfti-irow:4'>
  <td valign=top style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal>相互支持</p>
  </td>
  <td style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal>在學生之間是否提供了快捷且有激勵作用<span class=GramE>的線上支援</span>？ </p>
  </td>
 </tr>
 <tr style='mso-yfti-irow:5;mso-yfti-lastrow:yes'>
  <td valign=top style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal><span lang=EN-US>Interpretation</span></p>
  </td>
  <td style='padding:6.0pt 6.0pt 6.0pt 6.0pt'>
  <p class=MsoNormal>學生和助教之間<span class=GramE>在線上溝通</span>方面是否存在障礙？</p>
  </td>
 </tr>
</table>

<p style='margin-left:36.0pt'><span lang=EN-US>Underpinning the dynamic view of
learning is a new theory of knowing: social constructivism, which portrays the
learner as an active conceptualiser within a socially interactive learning
environment. Social constructivism is an epistemology, or way of knowing, in
which learners collaborate reflectively to co-construct new understandings,
especially in the context of mutual inquiry grounded in their personal experience.
</span></p>

<p style='margin-left:36.0pt'><span lang=EN-US>Central to this collaboration is
the development of students' communicative competence, that is, the ability to
engage in open and critical discourse with both the teacher and peers. This
discourse is characterised by an empathic orientation to constructing
reciprocal understanding, and a critical attitude towards examining underlying
assumptions. </span></p>

<p style='margin-left:36.0pt'><span lang=EN-US>The COLLES has been designed to
enable you to monitor the extent to which you are able to exploit the
interactive capacity of the World Wide Web for engaging students in dynamic
learning practices. </span></p>

<p style='margin-left:36.0pt'><span lang=EN-US>(This information has been
adapted from the COLLES page. You can find out more about COLLES and the
authors of it at: <a href="http://surveylearning.com/colles/" target=paper>http://surveylearning.com/colles/</a>)</span></p>

<div class=MsoNormal align=center style='text-align:center'><span lang=EN-US>

<hr size=3 width="100%" align=center>

</span></div>

<p><b><span lang=EN-US>ATTLS - Attitudes to Thinking and Learning Survey</span></b></p>

<p style='margin-left:36.0pt'><span lang=EN-US>The theory of 'ways of knowing',
originally from the field of gender research (Belenky et al., 1986) provides us
with a survey tool to examine the quality of discourse within a collaborative
environment. </span></p>

<p style='margin-left:36.0pt'><span lang=EN-US>The Attitudes Towards Thinking
and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999)
to measure the extent to which a person is a 'connected knower' (CK) or a
'separate knower' (SK). </span></p>

<p style='margin-left:36.0pt'><span lang=EN-US>People with higher CK scores
tend to find learning more enjoyable, and are often more cooperative, congenial
and more willing to build on the ideas of others, while those with higher SK
scores tend to take a more critical and argumentative stance to learning. </span></p>

<p style='margin-left:36.0pt'><span lang=EN-US>Studies have shown that these
two learning styles are independent of each other (Galotti et al., 1999;
Galotti et al., 2001). Additionally, they are only a reflection of learning
attitudes, not learning capacities or intellectual power. </span></p>

<p style='margin-left:36.0pt'><span class=GramE><i><span lang=EN-US>Belenky, M.
F., Clinchy, B. M., Goldberger, N. R., &amp; Tarule, J. M. (1986).</span></i></span><i><span
lang=EN-US> Women's Ways of Knowing: The Development of Self, Voice, and Mind. </span></i><st1:State><st1:place><i><span
  lang=EN-US>New York</span></i></st1:place></st1:State><i><span lang=EN-US>:
Basic Books, Inc. </span></i></p>

<p style='margin-left:36.0pt'><span class=GramE><i><span lang=EN-US>Galotti, K.
M., Clinchy, B. M., Ainsworth, K., Lavin, B., &amp; Mansfield, A. F. (1999).</span></i></span><i><span
lang=EN-US> A New Way of Assessing Ways of Knowing: The Attitudes <span
class=GramE>Towards</span> Thinking and Learning Survey (ATTLS). Sex Roles,
40(9/10), 745-766.</span></i></p>

<p style='margin-left:36.0pt'><i><span lang=EN-US>Galotti, K. M., Reimer, R. L.,
&amp; Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC
with a partner. Sex Roles, 44(7/8), 419-436.</span></i></p>

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